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Title of the chapter families at play fleer m 2017

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Title of the Chapter: Families at Play Fleer, M. (2017). Families at play. In Play in the early years Cambridge, UK: Cambridge University Press. Purpose/s This chapter purposes to provide insight into how individual families play and how play is learned within families. Besides, it also serves to give the understanding that play practices which are learned at home build the foundation of play and learning of children. The author also reminds teachers that they ought to consider how to build upon such experiences with the classroom context. Main or key point/s To imagine how play can be learned, the chapter has provided a historical look of play, which explains how play was founded as cultural practice in specific communities. The cultural-historical theory has been pivotal to support the decisions put forward by the author. As cited by Fleer 2017, Elkonin laid down a theory which conceptualizes play as culturally and historically founded, and not as a biological need of every child. The author uses the Elkonin theory to show how play historically was something that was founded in communities. In drawing upon archeological resources found in museums from all over the world, the author argues that previously children took part in the family work practices so that such families could survive. He also argues that the children historically played a primary role in their communities. Also, the author provides that this historical play view, where play has an economic value, brings the sense that families will set aside resources such as time for children for play since they are learning primary skills.
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Theoretical perspectives and/or assumptions The primary theoretical perspective laid down in this chapter is an object in the play. The author illustrates that changing the meaning of an object in a play brings the sense that the actions of children also change. Thus, changing the objects meaning is a vital dimension of the cultural-historical play theory. The two families discussed in this chapter portray diversity not only in practices, but also in how families come up with imaginary situations with their children. This also brings the sense that imaginary situation is a primary dimension of the cultural-historical theory. Conclusions The author has concluded by analyzing the play practices of two families and identified that children spend the better part of their lives where imaginative situations regularly occur. Also, he concludes that imaginative play can be learned, and therefore, families make a primary contribution in enabling children to play imaginatively.
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